ICSEI Conference Proposal: Singapore 2018
Title / Barriers and conditions for school transformation inMalaysia:A case study of five secondary schools
Author / Vanessa Edna Lee
Institution / PhD candidate at University of Malaya, Malaysia
Conference Theme / Generating Principles for Change and Scaling
ICSEI Network / Educational Leadership Network
Type / General Paper
Abstract (500 words)
In the current global education climate of results-driven education transformation, countries across the world are searchingfor the “best” policies, interventions and initiatives that will transform their education systems. Interventions are designed and implemented with high expectations for success, often exacerbated by international league tables pressurising system and school level change. However, quiet but persistent voices from international educators and practitioners, advocating alternative education transformation approaches are emerging. These approaches are wide and varied, but all recognise key conditions are required for sustained changeincludingtrust, teacher efficacy and engagement, collaborative practicesand appreciative inquiry
In this context, a research study was conducted in five Malaysian secondary schools to explore the experiences and viewpoints of school leaders and teacher leaders involved in a pilot school transformation initiative to identify the barriers and conditions of school transformation in a Malaysian context.The vision for change was student-centred teaching and learning, with the aim of improving student educational experiences and holistic educational outcomes in-line with the Malaysia Education Blueprint. The starting point was the classroom. Whilst the pilot initiative spanned three years, the end point was not determined. School transformation was envisaged as a journey, not a fixed term intervention and the main purpose of the pilot initiative was for school leaders and teacher leaders to develop knowledge and skills to initiate and sustain transformation towards a self-improving school system.
A case study approach was undertakento uncover rich and small data from school leaders and teacher leaders. The school leaders included each principal from the school as well as selected deputy principals. Teacher leaders were teachers with strong pedagogical skills, motivated to lead, and capable to support the development of other teachers. As the key agents of change,the school leaders and teacher leaders led the change process. School leaders and teacher leaders took part in semi-structured interviews and focus groups. In addition, teacher leaders at each school created rich pictures to portray the barriers and conditions of school transformation
Data was collated and analysed using ATLAS.ti.Initial resultsindicate the importance of identifying and removing barriers for teachers such as lack of time (to complete administration duties and finish the syllabus), lack of resources (to produce alternative teaching aids)and eradicating traditional teaching methods such as rote learning(to embed student-centred learning strategies). Emergent conditions include, most fundamentally, developing a culture of trust (to enableexperimentation and adoption of student-centred teaching and learningstrategies), creating space and time (for teachers to adapt to change and practice new strategies) and developing a culture of learning (to support long-term teacher mind-set change). Thestudy concludes thatthere should be an emphasis on the process of “how” school transformation is implemented. Understanding and removing the barriers as well as creating the right conditions for school transformation to take place is imperative.
An overview of the study will be presented, including results. Insights and learnings of the processes and practices which enable school transformation in a Malaysian context to take place will be discussed.
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